In learning a foreign language, writing is one of the most important tool in order to acquire new information and skills. Hence, a student needs to know the interaction between clauses based on information contained in Theme and Rheme in the text. The study of essay writing as a foreign language focused on linguistic, learning and teaching, and experimental. However, studies on thematic linguistic dimension have only discussed the thematic progression surrounding text without taking into account other variables such as disciplinary of study. In fact, thematic studies on writing as a foreign language other than English are scarced. Thus, this study aims to identify, describe and explain the mastery of thematic progression in texts produced by advanced students of Spanish based on disciplinary of study. A total of 30 narrative texts and 30 expository texts which involves 207 paragraphs are analysed. The movement of ideas in each paragraph is analysed based on the thematic progression scheme outline, Rheme Regression, Rheme Iteration, Mix Theme, Box Development and Pair to Single Development. The findings reveal that all disciplinary of studies deployed Mix Theme without noticing the genre of writing, Social Sciences students more creative on diversify of themes in both genres of writing, Science and Technology students do not deploy Constant Theme in narrative text and the idea of Human Sciences students text expository tends to writing a narrative text. This shows that the disciplinary of study do not play a role nor influence the construction of their thematic progression. They still have not mastered the aspect of thematic progression well although learned in the advanced stage.It is recommended that teaching and learning approach using Theme/Rheme in foreign language classes integrated into writing.

North, S.P. 2003. Emergent disciplinarity in an interdisciplinary course: theme use in undergraduate essays in the history of science. Ph.D Thesis, Faculty of Education and Language Studies, Open University.